Teaching Roles and Responsibilities Essay

I am responsible for ensuring that my mandatory training is up to date, and that I follow all codes, legislation, and recommendations when performing my duties. I will ensure that my job description is current, and am aware of my responsibilities within my role. It is important that I attend refresher courses to update my practical skills, and attend new training courses to improve my working knowledge and skills.

While working for Ambrose Building as a carpenter I was working as part of a team for seventy percent of the time. I often paired up with another lower ranked apprentice. Teaching and working with an apprentice is a great test. I needed to be able to express my thoughts logically and within reason without confusing them as most of the work and information is completely new to them.

Engaging parents, carers and stakeholders in the learning practice is imperative and must be followed (AITSL, 2015). As professionals we should share knowledge with colleagues and always aspire to take part in additional developmental programs to better our professional performance and the general quality of education. The Standards (AITSL, 2015) support all of these areas and provide me with critical detail of what is expected to accomplish the levels of proficiency. The expectations the Standards set out are not only to provide teachers access to what proficiencies must be obtained, but also to help teachers learn how to continually incorporate gained knowledge by measuring it against the Standards. Zeichner & Liston, (1996) stated that, the ability of classroom scrutiny include careful personal reflection and well-structured evaluation, a welcoming approach toward an open and enquiring mind and a sense of responsibility and commitment to children’s learning.

In my present occupation as a Student Learning Support Officer I teach a range of students'

3 Develop the learners job search strategy and skills through coaching in internet job searching, CV creation, interview techniques and identification of job- related quantifiable skills.

To initiate thoughts, make executive decisions and organise the group towards the end goal. Looking at the team roles outlined, I would have classed myself as a "co-ordinator"; "Mature, confident, a good chairperson; clarifies goals, promotes decision-making, delegates well." This summary reflects how I would try to control the group work to what I want to achieve.

As I am a carpenter by trade, the head instructor, Marsden Lawley (Mars is a trained behaviorist) placed me in charge of the wood shop and assigned me several older male students with the aim of completing maintenance projects in and around the school. The idea was to train these individuals in the multidisciplinary aspects of building maintenance to provide them with some rudimentary skills that could foreseeable bring them work upon graduation. As the days turned to weeks I, under Mar’s tutelage, began to see that the completion of the assigned tasks was tertiary behind both the process of learning and the development of the students communicative skills. With this understanding, we (the students and I) began broadening the scope of our interactions by spending considerable time in free form conversation.

Although I don’t have much experience in working with a wide range of people, I have many experience tutoring students. This made me learn on how to be patient and that different people have different needs and how they need different level of attention which I am ready to cater to.

in the next time when I prepare I will care about the organization of the lower-thinking levels that means I will start the questions from what they know till the application level that will help me to improve their lower thinking levels, in addition to be sure that they have mastered any learning object completely.

Regardless of the years of athletic experience among a team of coaches and teachers, an active training program will help staff members to stay informed about the psychological dimensions of student athletes; thereby applying the first tenet of SLT. Smith and Smoll examined the effects of providing positive athletic setting resulting in a 30-5% reduction in athlete dropout rates. I appreciate the fact these results were equally positive among both boy and girl teams, because its success gives credence to the need to provide Teachers and coaches with training to mold their own behavior first in creating positive settings. Training should cover good work ethic and commitment to students and program; respect for the

The roles and responsibilities for a learning team should be identified within the first meeting (Thompson, 2000). When roles and responsibilities are established, it opens up the lines of

In our global economy, industry demands dynamic, adaptable and innovative workers to remain competitive. This presents a challenge to educational institutions on two fronts. Firstly to keep pace with this requirement and secondly to equip their learners with the required skills and knowledge that will enable them to either remain within this environment or to enter it.

Foundational Knowledge, also known as Standard 1 emphasizes that educators “understand the theoretical and evidence-based foundations of reading and writing processes and instruction.” Foundational knowledge is essential for preparing educators for roles in the reading profession. It consists of the major theories, research, and the best practices that share a consensus of acceptance in the reading field. Educators who become a part of the reading profession should understand the historically shared knowledge of being a part of the profession and develop the means needed to call on that knowledge. The elements that make up Foundational Knowledge set expectations for theoretical and practical knowledge, and in the development dispositions for the active, ethical use of professional knowledge. These expectations are established on the concept of a profession as both a technical and moral endeavor. It’s important to note that Foundational Knowledge is domain specific and contextualized. Social experience and context play a role in the construction and development of knowledge. It includes: research-based and practical knowledge. Candidates learn from their own experiences (Piaget, 1973) and reflect on their own practices/belief systems. (Metacognition, Ann Brown, 1985) The most important characteristic of Foundational Knowledge is that it is malleable, because it’s subject to change as time goes on and new understandings are acquired. (Rupley, Logan, Nichols)

Being involved in the school system as a student is much different than being involved as a teacher. When you go to school every day, either as a student or as a teacher, you get stuck in a routine and things that happen daily are expected. During my observation time, I was more of someone who was on the outside looking in. I got to see and understand both sides of the school system from the students and from the faculty. This was my first time observing a classroom as someone other than a student, and it was quite exhilarating. I would like to share all the fun experiences I had during my short time of observation. I want to tell you how different age groups of students behave differently with one another and the teacher. I also want to share with you how different personalities in the teachers, can determine their effectiveness as a teacher. During my observation, I also had the opportunity to observe a special kind of classroom, one that surprised me that it even existed.

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle